develop a structural model of the relationship between share knowledge with acceptance and refusal of educational help through attitudes, mental norms, perceived behavioral control and behavioral intention in school teachers, It was planned based on

Document Type : Research

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Chamran University of Ahvaz

Abstract

The purpose of this study is to develop a structural model of the relationship between share knowledge with acceptance and refusal of educational help through attitudes, mental norms, perceived behavioral control and behavioral intention in school teachers, It was planned based on the theory of behavior. The statistical population of the present study included all the teachers of the first secondary level of Karaj city in the academic year of 2024-2025. From this society, 510 teachers were selected by simple random method. To collect research data, educational help-seeking questionnaires, knowledge sharing questionnaires and planned behavior questionnaires were used. The evaluation of the proposed model was done using structural equation modeling and using SPSS version 22 and AMOS version 21 software. Based on the findings, the mentioned causal relationship model had a good fit. The research results showed that in the proposed model, three paths were not significant and were removed in the final model. Also, all indirect hypotheses were confirmed. The results of the research showed that behavioral, normative and control beliefs and willingness to share knowledge both directly and through mediators (attitudes, mental norms, perceived behavioral control and behavioral intention) had a positive relationship with the acceptance of educational help seeking. However, behavioral, normative and control beliefs and willingness to share knowledge either directly or through mediators (attitudes, mental norms, perceived behavioral control and behavioral intention) had a negative relationship with refusal to seek educational help.

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